In recently, teacher professional developmental evaluation has been conducted positively to promote teacher's professional development by using teacher evaluation as mean. The study indicated the final goal of teacher professional developmental evaluation was to improve educational quality and educational accountability. According to discuss the meanings and relationships among teacher professional development, teacher evaluation, educational quality and educational accountability, then some viewpoints regarded to classification of teacher professional developmental evaluation which focused separately on teacher's professional performance, teacher's developmental process and culture of teacher community were introduced. Moreover both inner and outer situation analysis were conducted to propose a model concerned thinking about implementing teacher professional developmental evaluation which ranged from teacher profession to operation of school or school sector. In addition, some criterions and models for reviewing the evaluation were discussed. The developmental process, policy implementation and administrative system for schools about teacher professional developmental evaluation of 1-12 school in Taiwan were discussed, and its effects of implementation were also proposed according to reports published by educational administration authorities. Finally, some mindsets and strategies were proposed.